Protagonismo feminino na Ditadura Militar do Brasil : uma análise sobre o assunto no currículo de história dos cursos de Ensino Médio Integrado do Instituto Federal Farroupilha – Campus Jaguari

Abstract

This study presents an analysis of the role of women in Brazil's military dictatorship in the history curriculum of the Integrated High School courses at the Federal Institute Farroupilha – Jaguari Campus. In particular, it aims at analyzing the visibility given to women in history classes on the subject of Brazil's military dictatorship in the Integrated High School courses in Administration, Agriculture and Renewable Energy Systems at the Federal Institute Farroupilha – Jaguari Campus. In order to carry out the proposed analysis, this work has the following specific objectives: to identify which female characters feature prominently in the history curriculum of these courses; to compare the importance given to female participation in relation to men; to ask whether gender interfered in the way they experienced the military dictatorship; to carry out a survey of women who stood out during the period and who were not included in the curriculum; and to create an Instagram page that gives visibility to women from the period studied. This is a qualitative study, based on Fairclough's Critical Discourse Analysis (CDA) method, which critically analyzes the discourse in the textbooks used by students in the subject of history. In this way, the study is focused on analyzing the subject position(s) attributed to women in approaches to Brazil's military dictatorship. The subjects of this research are defined in the discursive practices present in the discursive clippings generated from the documents selected for the study. We understand that memory and history go hand in hand, so we need to remember the military dictatorship so as not to give way to the dissemination of denialist or romanticized discourses about the period. The emphasis on gender is intended to give women the historical visibility they have been denied. Understanding that these are indispensable subjects for the omnilateral formation of subjects. Finally, we found that only five women were mentioned in the chapter on the subject, namely: Criméia Alice Schmidt de Almeida, Marlene de Souza Soares, Nara Leão, Elis Regina and Gal Costa. We found that, in addition to their numbers, men were also given greater prominence in the descriptions, spaces and diversity of the profiles, and their achievements were more highly valued. We brought stories of militants, black women, indigenous women, mothers, wives, the press and supporters of the regime. We affirmed that gender interfered in the way people experienced the military dictatorship, both in the way they are described in the textbook and in their experiences during the dictatorship. Finally, we developed an educational product to give visibility to women, recognizing their contribution to history. Keywords: Women. Military dictatorship. Curriculum. Vocational Education.